Building Quality Handbook - Department of Education and ...

[Pages:214]BUILDING QUALITY STANDARDS HANDBOOK

May 2021

? State of Victoria (Department of Education and Training) 2021

The Building Quality Standards Handbook is provided under a Creative Commons Attribution 4.0 International licence. You are free to re-use the work under that licence, on the condition that you credit the State of Victoria (Department of Education and Training), indicate if changes were made and comply with the other licence terms, see: Creative Commons Attribution 4.0 International The licence does not apply to: ? any images, photographs, trademarks or branding, including the Victorian

Government logo and the DET logo; and ? content supplied by third parties. Copyright queries may be directed to copyright@education..au

CONTENTS

1 INTRODUCTION

7

1.1 What is the Building Quality Standards Handbook?

7

1.2 Users of the document

7

1.3 Structure

7

1.3.1 The writing style of specifications

8

1.4 Legislative hierarchy

8

1.5 Departmental and government procedures

9

1.5.1 Project Management Framework

9

1.5.2 Local Jobs First - Victorian Industry Participation Policy

9

1.5.3 Local Jobs First - Major Projects Skills Guarantee

9

1.5.4 School infrastructure policies

9

1.5.5 School and kindergarten area schedules

9

1.5.6 Shelter In-Place for schools in bushfire-prone areas

9

2 EDUCATION VISION AND PHILOSOPHY

11

2.1 Education vision and principles

11

2.1.1 Victorian public sector values

11

2.1.2 Outcome areas

12

2.2 Education Principles

12

2.2.1 Learners and learning are central

13

2.2.2 Schools are community hubs

13

2.2.3 Diversity is celebrated

13

2.2.4 A welcoming environment

13

2.2.5 Early childhood facilities

13

2.3 Overview of curriculum and pedagogy requirements

14

2.3.1 The Victorian school curriculum

14

2.3.2 Pedagogy requirements

15

2.3.3 Early childhood education matters

17

2.4 The role of infrastructure in effective education delivery

17

2.5 Current context: The Education State

17

3 PLANNING

20

3.1 Education vision and its impact on facility design

20

3.1.1 Local schools are accessible to all

20

3.1.2 Recognise Aboriginal culture in all new buildings and significant upgrades to

Victorian government schools

20

3.1.3 Integrate facilities for students with disabilities

21

3.1.4 Building for early childhood learning

21

3.1.5 Design facilities that can adapt for changing purposes

21

3.2 Universal design

22

3.3 Master planning

24

3.3.1 Urban context

24

3.3.2 A sense of address and location

25

3.3.3 Entry and exit requirements

25

3.3.4 Site features and context

25

3.3.5 Site planning

25

3.3.6 Integration of shared facilities

26

3.3.7 Emergency exits

26

3.3.8 Site circulation

26

3.3.9 Wayfinding and signage

26

3.3.10 Pedestrian access

27

3.3.11 Vehicle access

27

3.3.12 Alternative transport access

27

3.3.13 Provision of car parking

27

3.3.14 Provision of bus parking

28

3.3.15 Access for emergency vehicles

28

3.4 Landscape planning

28

3.4.1 Outdoor spaces and flagpoles

29

3.4.2 Outdoor learning spaces

29

3.5 School design principles

29

3.5.1 Safety and security in design

29

3.5.2 Sustainability

30

3.5.3 Learning spaces

32

3.5.4 Building orientation

32

3.5.5 Adjacency of spaces

33

3.5.6 Potential for growth and flexibility -- relocatable buildings

33

3.5.7 Construction planning

33

3.6 Legislative requirements

34

3.6.1 Workplace health and safety

34

3.6.2 Child Safe Standards

34

3.6.3 Construction in bushfire-prone areas

35

3.7 Services and maintainability review

35

4 SPECIAL FACTORS

37

4.1 Process

37

4.2 Common special factors

37

4.2.1 Existing site and building conditions

37

4.2.2 Climatic conditions

38

4.2.3 Maintenance access and servicing

38

4.2.4 Hazardous materials

38

4.2.5 Multi-storey or higher-than-normal buildings

38

4.2.6 Specialist and special developmental schools

39

4.2.7 Furniture and equipment

39

4.2.8 Infrastructure works and services

39

4.3 Items not generally considered `special factors'

39

4.3.1 Location allowance

39

4.3.2 Price escalation and fluctuation during documentation and construction

39

4.3.3 Above-standard facilities

39

4.4 Increased school construction rates

39

5 TECHNICAL SPECIFICATIONS

41

5.1 Landscape architecture

41

5.1.1 Soft landscaping

41

5.1.2 Hard landscaping

43

5.1.3 External equipment

50

5.1.4 Shade areas

53

5.1.5 Landscaping in bushfire-prone areas

54

5.1.6 Wetlands

54

5.2 Utilities and associated infrastructure

55

5.2.1 Water

55

5.2.2 Sewerage

56

5.2.3 Stormwater drainage

56

5.2.4 Natural gas

56

5.2.5 Electricity

57

5.2.6 Telecommunications

57

5.2.7 Solar power systems

57

5.3 Building fabric

59

5.3.1 Roof

59

5.3.2 External walls and cladding

61

5.3.3 Insulation and barriers

62

5.3.4 Windows

62

5.3.5 Glazing

64

5.3.6 Doors

64

5.3.7 Door and window hardware

66

5.3.8 Security locking

67

5.3.9 Ceilings

67

5.3.10 Access hatches

68

5.3.11 Stairs and ramps

68

5.3.12 Toilet facilities

69

5.3.13 Joinery and fixtures

74

5.3.14 Bird-proofing

76

5.3.15 Insect screens

76

5.3.16 Termite protection

77

5.4 Building finishes

77

5.4.1 External finishes

77

5.4.2 Internal finishes

80

5.4.3 Painting and applied finishes

84

5.5 Acoustic engineering

85

5.5.1 Demonstration of performance

87

5.5.2 Airborne sound insulation between rooms

87

5.5.3 Internal noise levels

92

5.5.4 Reverberation

92

5.5.5 External noise

93

5.6 Structural engineering

94

5.6.1 Site conditions and investigation

94

5.6.2 Design life

94

5.6.3 Substructure

94

5.6.4 Superstructure

94

5.6.5 Deflection

96

5.6.6 Structural provision for access aids

96

5.7 Civil engineering

97

5.7.1 Stormwater drainage

97

5.7.2 Access roads

99

5.7.3 Pedestrian footpaths

99

5.8 Mechanical services

100

5.8.1 Heating

101

5.8.2 Cooling

101

5.8.3 Ceiling fans

104

5.8.4 Electrical supply

104

5.8.5 Gas supply

104

5.8.6 Ventilation

105

5.8.7 Dust extraction systems

107

5.8.8 Ductwork

107

5.8.9 Air grilles

108

5.8.10 Pipework reticulation systems

108

5.8.11 Noise and vibration

108

5.8.12 Refrigeration

108

5.8.13 Hydrotherapy pool mechanical services

108

5.9 Electrical services

109

5.9.1 Incoming electrical supply

109

5.9.2 Main switchboards

109

5.9.3 Cable reticulation

111

5.9.4 Check and energy metering

112

5.9.5 Underground pits and duct system

113

5.9.6 General power outlets

113

5.9.7 Electrical safety

114

5.9.8 Lighting systems

114

5.10 Information and communication technology

119

5.10.1 ICT design and Information Management and Technology Division

119

5.10.2 Structured cabling systems

120

5.10.3 Network points required

120

5.10.4 Wireless access points

121

5.10.5 Pits and duct system

121

5.10.6 Server room and IT equipment cabinets

121

5.10.7 Voice communications (phones)

122

5.10.8 Television distribution

122

5.10.9 Audio-visual systems

123

5.10.10 Public address system

123

5.10.11 Sound system and intercom system for emergency purposes

123

5.10.12 Hearing augmentation

124

5.11 Security technology

124

5.11.1 Security design

124

5.11.2 Physical security

125

5.11.3 Lighting

125

5.11.4 Fencing

125

5.11.5 Intruder alarm system functional requirements

125

5.11.6 Electronic Access Control System

125

5.11.7 CCTV monitoring

126

5.12 Fire systems

126

5.12.1 Fire hydrants

126

5.12.2 Fire hose reels

127

5.12.3 Pipework, valves and fittings

127

5.12.4 Fire extinguishers

127

5.12.5 Fire blankets

127

5.12.6 Smoke detectors and sound alarms

128

5.12.7 Smoke and fire doors

128

5.12.8 Fire indicator panel

128

5.13 Hydraulic services

128

5.13.1 Domestic water services

128

5.13.2 Tap outlets and fixtures

129

5.13.3 Water storage

129

5.13.4 Non-potable water services

130

5.13.5 Potable and non-potable pressure-boosting pumps

130

5.13.6 Heated water

130

5.13.7 Heated water systems

131

5.13.8 Sewer systems and sanitary plumbing

131

5.13.9 Trade waste system

133

5.14 Vertical transportation

133

6 BUILDING HANDOVER AND COMPLETION

134

6.1 Commissioning and tuning

135

6.2 Essential safety measures

135

6.2.1 Manual and logbook

135

6.3 Building operations and maintenance

136

6.4 Training

137

6.5 Update triggers

137

6.6 Termites

137

7 GLOSSARY

138

APPENDIX

141

1

INTRODUCTION

1 INTRODUCTION

1.1 What is the Building Quality Standards Handbook?

The Building Quality Standards Handbook (BQSH) sets the minimum quality criteria for all Department of Education and Training (DET) capital projects, including new construction, refurbishment and maintenance works. Its purpose is to assist architects and designers to create high-quality designs for school facilities across Victoria.

The BQSH reflects the considerable experience of the Victorian School Building Authority (VSBA) and DET, developed over the years from the delivery and subsequent evaluation of school building projects. It therefore allows those involved in the design of

schools to benefit from this experience and knowledge, and to thereby incorporate demonstrated best practice into building projects.

This handbook is reviewed at the beginning of every calendar year following consultation with a range of BQSH users. These annual reviews are informed by the experiences, observations and learnings of external stakeholders and DET staff involved in school construction. Current consultants are able to raise any handbook questions or issues they may have through their VSBA project officer. VSBA staff members can do the same through the VSBA's Strategy, Reform and Operations' Policy Unit.

1.2 Users of the document

The BQSH is primarily used by architects and designers. Where the term `project consultants' is used, it refers to architects and designers.

Secondary users include VSBA officers, regional offices, portfolio managers and school staff, who may use the BQSH for asset management and planning purposes.

1.3 Structure

The BQSH has five distinct sections. Each is to be read in conjunction with additional and external information referenced in each section, to build a complete understanding of the specific considerations for design of Victorian government schools.

The five sections are:

1

INTRODUCTION Describes the purpose of this document and how it is to be used

by project consultants to develop designs for capital projects

at Victorian government schools.

2 EDUCATION

VISION AND PHILOSOPHY

Details DET's vision, values and mission Helps readers understand the core business of DET and the VSBA, and the need for project consultants to support DET's vision.

3 PLANNING

Details the principles that influence the planning stages of school building design. Provides insight to requirements to be considered before the construction phase of capital projects.

4 SPECIAL

FACTORS

Details special factors that may lead to additional costs or otherwise affect budgets. Special factors should be identified as soon as possible.

5 TECHNICAL

Details the minimum performance standards for each element of the

SPECIFICATIONS building, and describes the execution of key design elements.

The handbook is appended by a glossary of acronyms and initialisms. 7 | BUILDING QUALITY STANDARDS HANDBOOK

Introduction

1.3.1 THE WRITING STYLE OF SPECIFICATIONS

All technical specifications have been written in a performance/output-format. This is to encourage project consultants to use their knowledge and expertise in meeting the requirements of the VSBA.

Specifications include at least one of the following four key parts.

HIERARCHY OF REQUIREMENTS AND DEPARTURES

Experience has shown that some designs and products do not work in school environments. `Must' and `should' qualifiers seek to ensure that these products and designs are not used again, and those that work continue to be used.

BQSH Qualifier: 'must'

SPECIFICATION INTENT

Definition: A `must' requirement is critical

The specification intent is a basic description of what the element/product is. This statement of intent in most cases will only be a sentence. It will be clear whether or not users need to

for effective building operation, and/or required under other department policy (for instance, concerning safety, pedagogy or environmentally sustainable design).

read on.

How to vary a `must' requirement: A request

to vary a `must' requirement must be

APPLICABLE STANDARDS

submitted for endorsement on a Form 30 form with a costed, design team justification

Standards (including international, national

for the variation, based on safety and design,

and industry standards) reflect best-practice.

operational and maintenance considerations:

Where applicable, standards will be quoted in the specification, in which the design must

- in all design phases

follow.

- at tender documentation

The following is an example of a standard quoted in a technical specification:

- for approval at (delivery phase) design gateway / Planning Review Evaluation

1

Panel (PREP) meetings.

BQSH Qualifier: 'should'

All lighting must comply with and be installed in accordance with the relevant Australian standard:

AS/NZS 1680.1

Interior and workplace lighting -- General principles and recommendations

In addition to the above standard, project consultants are required to comply with all associated and necessary standards.

Definition: A `should' requirement is the recommended method for achieving effective building operation, and/or compliance with other department policy (i.e. concerning safety, pedagogy or environmentally sustainable design).

How to vary a `should' requirement: A request to vary a `should' requirement must be submitted on a Form 30 form with a costed justification for the variation, based on safety and design, operational and maintenance considerations:

- in all design phases

Standards will only include reference to the number, rather than a specific version. It is implied that the latest version of the standard is to be adhered to.

- at tender documentation, and, at minimum,

- project design-level meetings.

As indicated in the standard example, project consultants are required to comply with all associated and necessary standards. The onus is on project consultants to identify any such standards. For the example above, the associated and necessary standard would be AS/NZS 3000 -- Electrical installations (known as the Australian/New Zealand Wiring Rules).

PERFORMANCE REQUIREMENTS

Performance requirements are specific requirements of the element/product that need to be reflected in the design developed by project consultants. These requirements are presented as bulleted lists.

1.4 Legislative hierarchy

All work in schools is to be undertaken in accordance with relevant building and safety regulations, codes and standards. In particular, every effort has been made to ensure that the BQSH complies with the National Construction Code (NCC) and applicable Australian standards. All design, materials, workmanship, testing and commissioning must comply with the latest revision of the NCC and relevant standards and legislation.

As stated previously, the handbook allows project consultants to benefit from the VSBA and DET's experience and knowledge. It is intended to complement, rather than duplicate, NCC requirements.

8 | BUILDING QUALITY STANDARDS HANDBOOK

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